Lesson for Thursday Nov.

14th 2013

Lesson Plan- Comparing Heights

Grade/Subject: Gr.1 Math Unit: Length and Capacity Lesson Duration: 40 in OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Strand: Shape and Space ! easure ent" # Use direct or indirect easure ent to so$%e prob$e s

Specific Learning Outcomes: De onstrate an understanding o& easure ent as a process o& co paring by: 'denti&ying attributes that can be co pared (rdering (bjects Ma)ing state ents o& co parison *C+ C,+ -S+ .+ /0

LEARNING OBJECTIVES Students will: 1. 'denti&y attributes that can be co pared 1hen easuring height !shortest+ shorter+ ta$$er+ ta$$est" 2. Co pare tote po$es using ath %ocabu$ary 3. Ma)e state ents o& co parison 4. (rder objects by height !tote po$es" ASSESSMENTS
Observations: Circu$ation: 1a$) bet1een ro1s 1hen students are a)ing tote po$es+ a)e sure that they are on tas) Ca$$ outs: (bser%e students 1hen co p$eting the handout+ i& so e are distracted ca$$ on the to he$p ans1er the 4uestions. 56atch and $isten &or indications that students can co unicate their understanding o& height by co paring tote po$es+ and describe the process o& co paring t1o objects Written/Performance ssessments: 8andout: :he 8eights o& :ote -o$es Key Questions: --ose si p$e prob$e s: 6hich is ta$$er+ 1hich is shorter etc7 58o1 can you co pare the height o& t1o objects7 Stic) ethod7 String ethod7 56hat happens i& you can9t o%e the objects you are co paring7 8o1 can a piece o& string he$p you7 56hat co paring 1ords do you use 1hen co paring height7

LEARNING RESOURCES CONSULTED

!esource "#: ;$berta Math -rogra o& Studies grade 1 !esource "$: ,e$son5 Math <ocus 1: Chapter 4 !$ength and capacity"

MATERIALS AND EQUIPMENT

S art board !handout" and cha$) board Student handout 20 paper to1e$ ro$es and cut out o& tote Mar)ers -ieces o& string to easure Stic) &or stic) ethod

po$e !te p$ate"

PROCEDURE Introduction (10min.):

dvance Organi%er/ genda: 6rite on board the steps o& the $esson. 15)ey 1ords+ 25tote po$e poster+ 35acti%ity+ 45acti%ity+ =5end

&'pectations for Learning and (e)avior: .e ind students to not shout out ans1ers+ raise hand to ans1er 4uestions+ and you 1i$$ get pic)ed to co e up to the &ront 1ith the popsic$e stic)s .e ain in des) 1hen doing acti%ity un$ess ca$$ed up to the &ront. During acti%ity re ain 4uiet. >?ou get 1hat you get and you don9t get upset.@

Lesson for Thursday Nov. 14th 2013

ssessment of Prior Knowledge: ASK: Raise your hand if you can tell me what we worked on in class yesterday? What did we compare with our animals? Did we compare the height of our animals? What are the comparing attributes we learned about? 8a%e e%eryone stand up beside their des)s+ get the to act out 1hat being ta$$er is+ shorter+ 1ider+ narro1. 'n%ite students to %isua$iAe 1hat they are $earning about. :his 1ay they can $oo) bac) at 1hat they are physica$$y doing to re e ber the co paring attributes. *oo+/ ttention Grabber: ,otem Pole Poster 8a%e tote po$e poster on the board ASK: Who can tell me what is in this picture? BCp$ain to students 1hat a tote po$e isD they are a part o& any <irst ,ations cu$tures. :hey sho1 the re$ationship bet1een peop$e and ani a$s+ so you ight see ani a$s $i)e a bear+ a bea%er or a deer on the . Usua$$y a tote po$e is ade up o& 1 giant $og+ car%er9s train &ro their e$der. :he tote po$es o&ten te$$ a story. (nce it is &inished being car%ed they raise it up. ASK: How many totem poles are in this picture? Which totem pole is tallest? Which totem pole is the shortest? How do you know? Sho1 students the stic) ethod &or easuring height. -$ace a stic) horiAonta$$y across the top o& the tote po$e that $oo)s the ta$$est. ;$so use a piece o& string &or a di&&erent ethod o& easure height Words to add on the board !height" shorter" shortest" taller and tallest# Go o%er 1ords as a 1ho$e c$ass+ ha%e the echo the 1ords bac) to you. Ma)e sure e%eryone )no1s 1hat they are.

Body (25min.):
-#.min/ Learning ctivity "#: 0reate your own totem pole 6e are going to create our o1n tote po$es to he$p us $earn to easure height. ;&ter 1e &inish a)ing the 1e 1i$$ go around the c$assroo co paring tote po$es to see 1ho9s is ta$$er or shorter. Gi%e instruction o& cra&t be&ore handing out the paper to1e$ ro$$s. Co$or tote po$e te p$ate+ cut out and g$ue on tote po$e. Students 1i$$ each be gi%en a di&&erent siAe o& paper to1e$ ro$e to a)e their tote po$es 1ith. Ering out bag 1ith paper to1e$ ro$$s and go bet1een ro1s handing the out+ as students are co$or te p$ate. .e ind the to a)e sure they print their na e on the . -1 min/ Learning ctivity "$: 0omparing )eig)ts around t)e 0lassroom ;$$o1 students so e &ree ti e to co pare the height o& their tote po$es to things in the c$assroo and other tote po$es. ;s) students to &ind one thing that is ta$$er then their tote po$es+ one things shorter and one thing the sa e. -#. min/ Learning ctivity "2: ,)e *eig)ts of ,otem Poles *andout Gi%e the &ront ro1 the handout and as) the to gi%e a paper to each student in their ro1. :e$$ students to not 1rite anything on the paper unti$ you 1rite on the boardF 1e are going to do the acti%ity together. Use -opsic$e stic)s to ca$$ t1o students at a ti e to the &ront. 8a%e the co pare their tote po$es and $et the te$$ the c$ass 1ho9s is ta$$er and 1ho9s is shorter. (nce they ha%e to$d the c$ass+ 1rite the ans1er on the s art board and ha%e the c$ass copy it do1n. .epeat this unti$ e%eryone has had the chance to co e up to the &ront o& the c$ass. G(n$y use = o& the eCa p$es &or the handout. '& needed he$p students a$ong 1ith co paring+ use guided 4uestions i& necessaryD ASK: Did you start at the same point? Do you want to use the stick method to help you? What comparing words do you need to use?
Assessments$Differentiation: Watch for how students compare the totem poles Are they all starting at the same line or one up in the air? Do they need reminding of the key words they should be using? Are they able to e%plain to the class how they got their answers?

Closure (5min.):
0onsolidation/ ssessment of Learning: .e&$ect on the handout they ha%e just co p$eted. 6hat ha%e 1e $earned today7 6e $earned about height and ho1 to co pare objects using co paring 1ords $i)e shorter+ shortest+ ta$$er+ and ta$$est. .ecap/ assess ent o& $earning: :a)e &our o& the student9s tote po$es and get the students as a c$ass to co pare the and p$ace the in order &ro ta$$est to shortest. Lets see i& 1e can co pare 4 tote po$es instead o& just 2. Ma)e sure the papers are &i$$ed out ta)e in &or ar)ing. ,ransition ,o 3e't Lesson: ,eCt 1ee) 1e are going to do a $esson on &ootprints. :his ti e 1e 1i$$ be co paring $ength not height. 6e easured height %ertica$$y up and do1n. 6e easure $ength %ertica$$y.

Lesson for Thursday Nov. 14th 2013